Search results for: Clark Teresa P.
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The Differential Influence of Instructional Context on the Academic Engagement of Students with Behavior Problems
The authors observed teacher–student interactions in urban elementary schools. The participants were 39 students exhibiting high externalizing behavior problems and 59 students exhibiting average behavioral adjustment. Findings are discussed in terms of how different instructional contexts place unique demands and offer distinct affordances for students with behavior problems.
Updated: Jan. 28, 2009